Integration Type

We will be instituting a Blended learning integration under the Flex Model. Teachers will be in the room and working with small groups/individuals, however, the classroom will not look like a traditional classroom. There will be large areas with more comfortable seating like couches, etc... for the students to be able to feel comfortable. This is so that they can feel that they are in control of their learning. Each student will guide their own pace of learning. The areas will be set up so that they can decide whether they want to collaborate with other students or work independently.

Integration Process

1. We will begin our program by performing a needs analysis to determine whether this BYOD program is even needed by our students. We will be finding out whether this will be useful for teachers in planning instruction time, and whether it will be beneficial academically for students to have in the classroom and at home. We will also be contacting parents to find out their interest as well.

2. The Digital Review - Provided we determine whether or not the BYOD system is needed, we will then set everything up on the back end: determining risks, expectations for what the tech will and will not do, calculate Total Cost of Ownership as well as Return on Investment and Change Function, work out how to communicate with all involved, and manage funding/contracts with potential providers. We will also be continually evaluating our project.

3. Proof of Concept - It is important to us that we start small to make sure that we get everything we will be using set up correctly to be able to prove that this technology will help. We will set up a mock classroom with a trainer (expert in the technology) to teach "students" (teachers which have opted into the pilot program). This will highly controlled environment.

4. Pilot Study - Next, we will try this out in the real world because we recognize that it is a very different thing to see something like this BYOD system work in a super small controlled environment. During this phase, we will choose a small number of teachers who have optionally agreed to try it out. We will study whether the technology itself is working, whether it is helping in the way that we want it to, and whether all parties involved are enjoying it and finding it helpful -- students, teachers, parents, and administrators. Since ELLs are a large part of our student body, we will be taking particular care to find out whether the BYOD system is helping to bridge the language gap.


Hybrid Model - Training will be a mix of online and in person training. Professional Development in person will be provided throughout. Online modules will also be provided to all involved. They will be short segments that will give the basics of using Google Classroom, Google Drive, connecting your own devices, etc... and that offer more detail and complexity to those who want to learn more complex tasks. Our campus will have a technology associate that will be doing training for teachers throughout the semester and will be available online or in the school office from 9AM - 5PM.


We will use the YCCI at the beginning before the program is initiated to understand where our students are in regard to using computers and technology. They will also be given the YCCI during the program (i.e. after 6 months, 1 year, etc...) to determine if anything has changed since the beginning. The TAC will also be used to find out similar information about teachers. As the program goes on, we will use the CBAM to determine if/how technology is being used within the classroom. The CBAM is more interview based and will give us different and more detailed information than simple surveys will.

As the BYOD system requires a strong infrastructure, we will use the IRI (Infrastructure Readiness Instrument) to help determine whether we will be able to support the system.

If at any point in the process we find out that it is not helpful, we will go back to the drawing board, change what needs to be changed, reimplement and reevaluate.

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